Mass communication education in Pakistan stands at a decisive crossroads. The early 2000s boom of private television channels and the liberalisation of the airwaves created an explosion of journalism and media schools across the country. These departments once attracted some of the brightest students who dreamed of becoming reporters, anchors, editors and producers. Today, the landscape is very different: admissions are falling steadily, parents are reluctant to invest in degrees that do not guarantee employability, and students are increasingly choosing business, IT or social sciences over media. This moment calls for urgent reinvention rather than retreat.
Pakistan produces nearly half a million graduates annually across all disciplines, with a large share coming from STEM and IT programmes. The number of graduates in media studies is comparatively small and declining, with many departments reporting difficulty in filling seats. This decline coincides with a shrinking job market in traditional media. Print circulation is at a historic low, and television newsrooms are downsizing under financial pressure. Job openings for reporters, sub-editors or producers are limited, and entry-level salaries are often uncompetitive. Studies of hiring practices in news channels suggest that many employers do not prioritise mass communication graduates, pointing to a mismatch between what universities teach and what the industry requires.
Yet the argument that there is no market for media is misleading. The media and entertainment sector in Pakistan is projected to generate more than three billion US dollars in 2025, with television and video alone contributing a significant share. Digital advertising is growing rapidly, with most campaigns allocating an increasing portion of their budgets to online platforms. Government advertising remains a major source of revenue, with billions spent on official campaigns each year and electronic media receiving the largest share. In addition, substantial sums have been earmarked for upgrading news agencies, radio, digital production facilities and transmission infrastructure. These figures reveal that the media is still central to governance, commerce and public discourse. The challenge is to align education with this evolving demand so that graduates can occupy new spaces rather than chase shrinking ones.
The solution lies in restoring confidence by showing a direct link from classroom to career
The first step is to invest in infrastructure that makes media departments credible training grounds. Many departments still function with outdated studios, minimal camera equipment and inadequate editing facilities. They must transform into media innovation labs with modern multimedia equipment, podcasting booths, production studios and film spaces. These facilities should be used not only for classroom training but also for commissioned projects such as public service campaigns, NGO documentaries and branded content for local businesses. This model not only creates real-world experience for students but also generates income for the institution.
Curriculum reform must accompany these changes. Journalism education can no longer focus solely on traditional reporting but must integrate public relations, advertising, development communication, digital storytelling, data journalism and content marketing. Students should graduate with portfolios that include video explainers, podcasts, social media campaigns and visualisation projects. Faculty recruitment also needs rethinking. Career academics alone cannot prepare students for a rapidly evolving industry. Practitioners from the media, advertising, PR and film sectors must be engaged as visiting lecturers and mentors. Advisory boards with industry participation can keep courses aligned with current practice and emerging trends.
A viable survival model for media schools lies in becoming content creators themselves. Universities should establish content labs dedicated to producing documentaries, explainers and short films on democracy, health, climate, human rights, diaspora stories and intercultural dialogue. These productions can be pitched to local and international media outlets, as well as donor agencies that fund thematic storytelling. Such initiatives generate revenue, enhance the reputation of departments and give students experience in meaningful work that reaches real audiences.
Global collaboration can amplify these efforts. Partnerships with foreign universities for joint degrees, semester exchanges and collaborative research projects can improve quality and make programmes more attractive. Linking media education with IT, marketing, business, social sciences and fine arts will create interdisciplinary pathways and prepare graduates for a more diverse career landscape. A degree that combines media with digital skills, analytics or creative design is far more appealing to today’s applicants.
Financial sustainability should be central to every department’s planning. Beyond tuition fees, universities can pursue grants from international foundations interested in democracy, health and human rights, tap into government allocations for media development, mobilise alumni for support, and build services for outside clients. When students see that their institution is producing content for major platforms, winning grants and creating jobs, confidence in the degree will return.
Falling admissions are a symptom of a larger disconnect between education and opportunity. The solution lies in restoring confidence by showing a direct link from classroom to career. With targeted investment, curriculum reform, practitioner involvement and a focus on production, media schools can reposition themselves as engines of storytelling and innovation. If they embrace this transformation, they will not only survive but lead the narrative economy of Pakistan’s future.